DIGITAL FLIPPED CLASSROOM MODEL AS A BLENDED LEARNING STRATEGY FOR ENHANCING COMPETENCY AMONG NURSING STUDENTS IN NORTHWEST NIGERIA

Abstract

This study examined the effectiveness of the Digital Flipped Classroom Model (DFCM), a structured blended learning approach, on nursing students’ competency and learning perceptions in Northwest Nigeria. A quasi-experimental pre-test/post-test design was employed. Systematic sampling technique was used to draw 210 students from a population of 620 students, and 178 students continued in the study after the intervention at Ahmadu Bello University, Zaria, and Bayero University, Kano. The intervention consisted of pre-class digital instructional materials and interactive in-class activities. Data were collected using a structured perception questionnaire and a competency-based performance checklist. Paired t-tests and chi-square analyses (α = 0.05) revealed statistically significant improvements in students’ psychomotor competency and positive shifts in learning perceptions following exposure to the DFCM. Findings indicate that blended digital flipped instruction enhances engagement, flexibility, digital confidence, and practical skill mastery. The study concludes that integrating the DFCM into nursing curricula can support competency-based education and strengthen digital learning readiness in Nigerian universities.